:: Volume 8, Issue 1 (9-2008) ::
Iranian Journal of Medical Education 2008, 8(1): 33-42 Back to browse issues page
Self-efficacy and Self-regulated Learning in Clinical Performance of Nursing Students: A Qualitative Research
Parkhide Hassani, Fatemeh Cheraghi, Farideh Yaghmaei
, f_cheraghi@yahoo.com
Abstract:   (26738 Views)
Introduction: Self-efficacy and self-regulated learning play an important role in applying clinical knowledge and competencies. The aim of this study was to define self-efficacy and self-regulated learning in nursing students' clinical performance during field training. Methods: In a qualitative study, 50 participants were selected through purposive sampling method from Iran, Tehran, and Shahid Beheshti Medical Universities. Then 28 semi-structured and 3 focus group interviews were performed with volunteer nursing students. Data was analyzed using content analysis methods. Results: The definition of self-efficacy and self-regulated learning were categorized in five and three themes, respectively. Self-efficacy in clinical performance based on the viewpoints of participants was equal to acquiring clinical skills, assessing patients, and planning, executing, and evaluating care plans. The experie-nce of self-regulated learning in clinical performance was equivalent to efforts for clinical learning along with self-motivation, and practicing nursing process, as well as for acquiring professional behaviors. Conclusion: Self-efficacy and self-regulated learning affect independent patient care capability and help nursing students to promote their competencies and professional skills in this field.
Keywords: Self-efficacy, Self-regulated learning, Clinical performance, Nursing
Full-Text [PDF 240 kb]   (5560 Downloads)    
Type of Study: Original research article |
Received: 2008/12/2 | Accepted: 2011/08/7 | Published: 2008/09/15


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Volume 8, Issue 1 (9-2008) Back to browse issues page